Dr LENKA SCHNAUBERT Lenka.Schnaubert@nottingham.ac.uk
Assistant Professor
Group awareness is of critical relevance for collaborative learning and interaction and is thus often referred to in CSCL research. However, the concept is only vaguely defined as some kind of understanding or perception of characteristics of learning partners or the collaborating group. Most CSCL research activities concerned with group awareness aim at modifying learners' awareness using so-called group awareness tools. However, there are much less attempts to measure group awareness and to conceptualize its formation. Thus, building on existing group awareness research, this article derives a conceptualization with six defining aspects of group awareness: (1) group awareness is cognitive, (2) group awareness is conscious, (3) group awareness is current, (4) group awareness is individual, (5) group awareness is social, and (6) group awareness is perceived as valid. Additionally, while it is often assumed that group awareness builds on self-regulatory skills, its role in regulating behavior and cognition within a social context is seldom explored. Thus, this article aims at defining and analyzing the concept of group awareness, specifying its relation to regulatory processes, and sketching possible research paths whilst building on, complementing, and informing tool-driven research.
Schnaubert, L., & Bodemer, D. (2022). Group awareness and regulation in computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 17(1), 11-38. https://doi.org/10.1007/s11412-022-09361-1
Journal Article Type | Article |
---|---|
Acceptance Date | Jan 18, 2022 |
Online Publication Date | Mar 9, 2022 |
Publication Date | 2022-03 |
Deposit Date | Mar 14, 2023 |
Publicly Available Date | Mar 15, 2023 |
Journal | International Journal of Computer-Supported Collaborative Learning |
Print ISSN | 1556-1607 |
Electronic ISSN | 1556-1615 |
Publisher | Springer Verlag |
Peer Reviewed | Peer Reviewed |
Volume | 17 |
Issue | 1 |
Pages | 11-38 |
DOI | https://doi.org/10.1007/s11412-022-09361-1 |
Keywords | Human-Computer Interaction; Education; Group awareness; CSCL; Metacognitive regulation; Partner modelling; Working memory |
Public URL | https://nottingham-repository.worktribe.com/output/18521458 |
Publisher URL | https://link.springer.com/article/10.1007/s11412-022-09361-1 |
S11412-022-09361-1
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